At HL, students research and examine the various contexts of at least one theatre theorist.
At HL, students practically explore at least one theatre theorist collaboratively and engage with the process of creating a piece of theatre based on their theory.
At HL, students create, present and evaluate at least one theatre piece based on an aspect(s) of a theatre theorist’s work they have explored.
Externalassessmentcriteria—HLonly
Summary
Task1:Solotheatrepiece (HL only)
Marks
Total
A
Theatre in context: The theorist, the theory and the contexts
8
32
B
Theatre processes: Practical explorations of the aspect(s) of theory and the development of the solo theatre piece
8
C
Presenting theatre: Theatre theory in practice
8
D
Presenting theatre: Evaluation of the solo theatre piece and reflections
8
Criteria
Theatre in context: The theorist, the theory and the contexts
Evidence: report
To what extent does the student research the context(s) of the theatre theorist and their theories?
To what extent does the student demonstrate an understanding of the selected aspect(s) of theatre theory?
To what extent have primary and secondary sources been selected and used?
Mark
Descriptor
0
The work does not reach a standard described by the descriptors below.
1–2
This work is inconsistent:
the student’s observations of the context(s) of the theorist and the selected aspect(s) of theory are derivative and superficial
the student uses few appropriate primary or secondary sources, not always effectively.
3–4
This work is underdeveloped:
the student identifies and describes the context(s) of the theorist and the selected aspect(s) of theory
the student uses limited primary and secondary sources effectively.
5–6
This work is good:
the student identifies and explains the context(s) of the theorist and the selected aspect(s) of theory
the student uses appropriate primary and secondary source, not always effectively.
7–8
This work is excellent:
the student identifies, explains and analyses the context(s) of the theorist and the selected aspect(s) of theory
the student uses a range of appropriate primary and secondary sources effectively.
AS PART OF THE CORE SYLLABUS, STUDENTS WILL BE EXPECTED TO:
(from the perspectives of creator, designer, director, performer and spectator)
THEATRE IN CONTEXT
THEATRE PROCESSES
PRESENTING THEATRE
Creating theatre based on theatre theory
At HL, students research and examine the various contexts of at least one theatre theorist.
At HL, students practically explore at least one theatre theorist collaboratively and engage with the process of creating a piece of theatre based on their theory.
At HL, students create, present and evaluate at least one theatre piece based on an aspect(s) of a theatre theorist’s work they have explored.
Externalassessmentcriteria—HLonly
Summary
Task 1: Solo theatre piece (HL only)
Marks
Total
A
Theatre in context: The theorist, the theory and the contexts
8
32
B
Theatre processes: Practical explorations of the aspect(s) of theory and the development of the solo theatre piece
8
C
Presenting theatre: Theatre theory in practice
8
D
Presenting theatre: Evaluation of the solo theatre piece and reflections
8
Criteria
Theatre in context: The theorist, the theory and the contexts
Evidence: report
To what extent does the student research the context(s) of the theatre theorist and their theories?
To what extent does the student demonstrate an understanding of the selected aspect(s) of theatre theory?
To what extent have primary and secondary sources been selected and used?
Mark
Descriptor
0
The work does not reach a standard described by the descriptors below.
1–2
This work is inconsistent:
the student’s observations of the context(s) of the theorist and the selected aspect(s) of theory are derivative and superficial
the student uses few appropriate primary or secondary sources, not always effectively.
3–4
This work is underdeveloped:
the student identifies and describes the context(s) of the theorist and the selected aspect(s) of theory
the student uses limited primary and secondary sources effectively.
5–6
This work is good:
the student identifies and explains the context(s) of the theorist and the selected aspect(s) of theory
the student uses appropriate primary and secondary source, not always effectively.
7–8
This work is excellent:
the student identifies, explains and analyses the context(s) of the theorist and the selected aspect(s) of theory
the student uses a range of appropriate primary and secondary sources effectively.